Implementation — High School Students

High school students are a pivotal demographic for science outreach because they are at a critical decision-making point in their educational journey — choosing universities, careers, and life paths. This age group has the cognitive maturity to understand complex scientific concepts while still being open to inspiration toward STEM careers. By engaging with high school students, we aim to expand their awareness of educational opportunities (particularly UAM as an institution), demonstrate the practical applications of synthetic biology and engineering thinking, and provide hands-on experiences that can influence their career decisions. These interactions also address the reality that many students in Mexico are only familiar with a limited number of universities, restricting their options and potential.

Texcoco High School

Why did we participate in Texcoco High School Science Week?

We participated in the Science Week at Colegio Panamericano Texcoco as part of our broader science outreach efforts to make laboratory work, engineering thinking, and academic guidance accessible and engaging for high school students. This event provided an ideal platform to inspire students to explore scientific careers while promoting UAM as a leading institution of higher education. The multi‑station format allowed us to demonstrate the diversity of scientific practice — from hands‑on laboratory work to theoretical engineering concepts to practical university information.

What were our key learning points?

Simultaneous, rotating activities maximize engagement and expose students to diverse aspects of scientific practice. The hands‑on laboratory manual approach proved highly effective — students responded enthusiastically to performing experiments themselves rather than watching demonstrations. The DBTL cycle activity showed that physical, experiential learning creates deeper understanding of abstract engineering concepts than traditional lectures. We also learned that many students lack information about university options beyond the most famous institutions, highlighting a critical need for academic outreach.

What did we discover by interacting with the students?

Students expressed fascination with what they observed under the microscope and developed a newfound appreciation for scientific experimentation. Many admitted they had never used a microscope before, and seeing the hidden complexity of the microscopic world sparked genuine wonder. During the DBTL challenge, students demonstrated remarkable creativity and problem‑solving abilities, discovering innovative solutions through experimentation and teamwork. In the informational session, many students revealed they were only familiar with UNAM or IPN as higher education options and showed genuine enthusiasm to learn about UAM’s unique approach and opportunities.

What lessons and challenges do we take forward?

The visit achieved its goal of bringing science closer to young audiences, promoting curiosity, and encouraging future generations to consider careers in science and technology. Moving forward, we plan to expand our laboratory manual to include more experiments and make it widely available to schools throughout Mexico, addressing the lack of accessible Spanish‑language resources for beginners. We also recognize the need for more systematic university outreach in regions where students have limited exposure to higher‑education options. The challenge ahead is scaling these multi‑component activities while maintaining quality interaction and ensuring all students have meaningful hands‑on experiences.

Description of the activity

During the science week organized by Colegio Panamericano Texcoco, the third generation of iGEM UAM carried out a series of educational and interactive activities designed to inspire students to explore scientific careers and promote UAM as a leading institution of higher education. The day’s activities took place simultaneously in three different spaces, allowing all students to experience a variety of scientific perspectives.

Laboratory Practice

The first activity was conducted in the school’s new laboratory, where students performed a practical session based on a manual of simple laboratory experiments translated by iGEM UAM members. This manual was created entirely in Spanish, addressing the lack of accessible, easy‑to‑understand laboratory resources for beginners. The exercises were intentionally brief (≈20 minutes each) and used common materials so they could be replicated independently by teachers or students in the future.

* The Spanish manual of simple laboratory experiments can be downloaded here:

Manual de demostraciones científicas (PDF)

For this event, the school chose microscopy as the demonstration topic, offering students their first hands‑on experience with scientific observation. Guided by the iGEM UAM team, they explored samples collected from their surroundings — such as leaves, bark, and water from the garden — as well as pre‑prepared fixed slides. Through this activity, students discovered the hidden complexity of the microscopic world and learned to operate the microscope, fostering curiosity and a sense of wonder about the scientific method.

DBTL Cycle Activity

The second group participated in the DBTL cycle activity (Design–Build–Test–Learn), a dynamic and interactive exercise led by monitor Natalia Brauer. Conducted on the basketball court, the activity helped students internalize the core principles of the engineering design process through teamwork and problem‑solving. Divided into two teams positioned at opposite ends of the court, students were told that their goal was to reach the center line — but they could never walk alone. Through experimentation, discussion, and iteration (mirroring DBTL), they designed creative solutions and ultimately succeeded by collaborating and refining their ideas.

UAM Informational Talk

The third activity consisted of an informative talk about the Universidad Autónoma Metropolitana (UAM), held in the auditorium. This session provided an overview of UAM’s history, its five campuses, academic rankings, and programs — with emphasis on the Division of Natural and Engineering Sciences (DCNI). The speakers explained the admission process, shared personal experiences, and encouraged participants to pursue scientific fields. Interest was high; many students said they previously only considered UNAM or IPN and were excited to learn about UAM’s opportunities.

Results and Impact

The visit generated great enthusiasm among both students and teachers. Many students expressed fascination with microscopy and a new appreciation for experimentation. The DBTL activity fostered creativity, communication, and problem‑solving in a playful and memorable way. Meanwhile, the talk broadened students’ academic horizons, introducing UAM as a modern, inclusive, and research‑oriented institution. Overall, the activity achieved its goal of bringing science closer to young audiences and encouraging future generations to consider STEM careers.